Hillary B. Eisworth

Associate Professor of Professional Practice in Early Childhood

Contact
hbraud@lsu.edu
221H Peabody Hall
225-578-1282

Education
Bachelor's Degree: Psychology, Louisiana Tech ¾Å¾Å¸£ÀûÍø, 1996
Master's Degree: Educational Psychology, Louisiana Tech ¾Å¾Å¸£ÀûÍø, 1999; Special Education, ¾Å¾Å¸£ÀûÍø of Nevada – Las Vegas, 2001
PhD: Curriculum and Instruction, The ¾Å¾Å¸£ÀûÍø of Texas at Austin, 2007

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Dr. Hillary Braud Eisworth is a faculty member in the PK-3 Early Childhood Teacher Education Program. She teaches courses on the development of young children and pedagogy in early childhood. Dr. Eisworth earned her PhD in Curriculum and Instruction, with a specialization in early childhood education, from The ¾Å¾Å¸£ÀûÍø of Texas at Austin. Before joining the School of Education faculty in 2007, Dr. Eisworth taught pre-kindergarten, first, and second grade in Las Vegas, Nevada, and in Portland, Oregon. Her areas of interest include multicultural education, teacher education, and teacher inquiry. Currently, she is the faculty advisor for Score a Friend, a campus organization whose mission is to promote and provide opportunities for Unified Friendships through school and community-based sports and clubs.
Fasching-Varner, K.J., Eisworth, H.B., Mencer, T.H., Lindbom-Cho, D.R., Murray, M.C., Morton, B.C. (Eds). (2013). Student teaching: A journey in narratives. Rotterdam, NL: Sense Publishers

Fasching-Varner, K. J., Mitchell, R. W., Eisworth, H. B., Morton B. C. (2015, April). Lunch may be free and reduced, but children can’t be!: Culturally relevant education and educator identity. Presentation at the American Educational Research   Association Annual Meeting. Chicago Illinois.

Eisworth, H. B., Fasching-Varner, K. J., Morton, B. C. (2015, April). The journey from student to teacher: Narratives from the field. Presentation at the American Educational Research Association Annual Meeting. Chicago Illinois.

Eisworth, H. B., Fasching-Varner, K.J. (2015, February). Informed change: Date-driven teacher education programs. Presentation at the Ethnographic and Qualitative Research Conference. Las Vegas, Nevada.

Eisworth, H. B., & Fasching-Varner, K. J. (2014, February). Teacher narratives as a means of professional development: A case study examining the journey of nine pre-          service teachers. Presentation at the Ethnographic and Qualitative Research Conference. Las Vegas, Nevada.

Rodriguez-Garcia, A. L., & Braud, H. N. (2011, April). Becoming culturally relevant teachers: Examining (dis)connections between beliefs and practice. Presentation at the American Educational Research Association Annual Meeting, New Orleans, Louisiana.

Developing Distinguished Mentor Teachers (2014-15) College of Human Sciences & Education Dean’s Circle